A statement of how the media influences moral development. (HB)

N. Porter and N. Taylor's written version of the L. Kohlberg moral reasoning questionnaire was administered to 253 students entering The National Technical Institute for the Deaf, and Form A of the Kohlberg interview schedule was used for in-depth interviews of 10 students. Results indicated that more than 80% of the Ss were reasoning at a…

Moral judgments of Israeli and Soviet educated adolescents who had recently arrived in Israel were compared on a relativistic-realistic dimension, using a specially designed instrument - the Morality Shifting in Adolescence Questionnaire. Soviety educated adolescents were significantly more realistically oriented in moral judgment and in both…

This book discusses the moral development theories of Piaget and Kohlberg and presents practical applications of these theories for teachers and parents. The author's purpose in writing the book is to present an exposition of the work of these men to the general reading public. Chapter titles are Introduction to Developmental Theories, presenting…

This paper addresses the pros and cons educators may encounter if they are involved in a character education program. Those supporting a character education program offer the following reasons: (1) decline of a traditional family structure; (2) erosion of the values system of key institutions; (3) the position of schools as the second most…

The consequences of Watergate for children, their education, and their ethical and moral commitment is discussed in terms of the child's development of moral judgment, and in terms of the practical issues of how values are transmitted from one generation to another. (Author/AM)

Growing public concern with student discipline, increases in student suicide rates, homicides, and high pregnancy rates of teenage girls are causing educators to give renewed attention to the concept of "character development" in public education. (MD)

This study investigated the relationship between a reader's level of moral development and his preferred mode of response to literature. It was prompted by a common concern of high school English teachers: the difficulty experienced by many adolescent readers in responding to the secondary literature curriculum through an interpretive mode. The…

The study focused on the conflict between good and evil as it was portrayed in selected examples of fantasy and realistic fiction appropriate for children in the 8-to-12-year-old range. Newbery Award books from 1945 to 1972 and the Newbery Honor books from alternate years within the same period were analyzed. In addition, children's literature…

This study investigated the effects of training on reciprocity judgments in 43 white, middle class children, ages 38 to 68 months. Hypotheses were (1) children trained to make mature responses to interpersonal conflicts would make more mature judgments in illustrated story conflict situations than those receiving no training, (2) children exposed…

Children need to acquire the qualities of determination, carefulness, concentration, self-restraint, patience, conscientiousness, and endurance. These aspects of personal capability are important to the moral life in schools and thus should be part of their ethos. They must be modeled by teachers as ways to overcome and avoid difficulties. (VM)

This literature review presents the essentials of the theory of Values Clarification and its fundamental terms, and makes a critical analysis of the Values Clarification Theory of Valuation. (Author/JLL)

The life of British feminist and pacifist Vera Brittain demonstrates that an attempt to understand the relationship between personal experience and political activities should take account of the following: (1) the centrality of political values in an individual's identity; (2) the individual's life stage and life history; and (3) the individual's…

Examines three areas of Lawrence Kohlberg's work and suggests that this information might have future application in the field of moral development. Discusses the cognitive model underlying morality, the exploration of other psychological constructs of morality, and the new approaches to moral education. (KO)